Arxius de Mathematics | Gipeam https://gipeam.cat/es/etiqueta_publicacion/mathematics-es/ Grup d’Investigació en Pràctica Educativa i Activitat Matemàtica Sat, 11 Jan 2025 21:15:09 +0000 es hourly 1 https://wordpress.org/?v=6.9.4 https://gipeam.cat/wp-content/uploads/2025/01/cropped-GIPEAM_favicon_512-32x32.png Arxius de Mathematics | Gipeam https://gipeam.cat/es/etiqueta_publicacion/mathematics-es/ 32 32 Fermi problems as a hub for task design in mathematics and stem education https://gipeam.cat/es/publicacio/fermi-problems-as-a-hub-for-task-design-in-mathematics-and-stem-education-2/ Tue, 10 Dec 2024 19:31:24 +0000 https://gipeam.cat/?post_type=publicacio&p=2767 In this paper, we draw on recent research on so-called Fermi problems and situate the fundamental principles underlying this type of tasks and their use from a task design perspective. We use the models and modelling perspective on teaching and learning to elaborate on aspects related to the design of single-use, as well as sequences of, Fermi problems. In addition, we discuss a framework (called the Fermi problem activity template [FPAT] framework) for supporting the design and use of Fermi problems to facilitate students’ learning within particular mathematics content areas and/or aimed at particular concepts or higher-order thinking skills. We also illustrate how the FPAT framework can be used to (i) facilitate interdisciplinary collaborations with other subjects such as the social sciences, but in particular with the other STEM subjects; and (ii) support teachers in adapting and implementing Fermi problems in their classrooms.

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]]> Mathematics Education for Students with Intellectual Disabilities: Beliefs of Chilean Special Education Teachers https://gipeam.cat/es/publicacio/mathematics-education-for-students-with-intellectual-disabilities-beliefs-of-chilean-special-education-teachers-2/ Tue, 02 Jul 2024 18:11:57 +0000 https://gipeam.cat/?post_type=publicacio&p=4042 Teachers’ beliefs play a key role in pedagogical decision-making processes and thus in the educational practices applied in the classroom. Beliefs concerning mathematics have been a subject of research interest given their impact on teacher behaviour. However, little is known about specific teacher beliefs regarding mathematics education in students with an intellectual disability. The purpose of the present qualitative study was to explore the beliefs of 14 teachers and head of studies at eight special schools in Chile regarding mathematics education for students with an intellectual disability. Results reveal beliefs that place considerable emphasis on the functional teaching of mathematics, with a strong focus on handling money and practical activities. According to this perspective, mathematics can contribute to the development of autonomy and to occupational inclusion for people with an intellectual disability. The primary findings point to the need for formal teacher training in the discipline of mathematics.

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